Matching Items (2)
Description
The three most common errors related to communication during shift turnovers are during inspection, installation, and the minimum equipment list (MEL). Miscommunications during shift turnover could lead to a catastrophic disaster. Numerous accidents have occurred relating to shift turnover issues; therefore, the Federal Aviation Administration (FAA) has been studying this matter in order to avoid preventable miscommunication problems. It has also been suggested that communication skills be developed at 14 CFR Part 147 schools so that students can communicate effectively with others in their future field. In order to assess the communication issues of students at these schools, three investigative treatments were utilized to assess communication during shift turnover. The first treatment consisted of verbal communication only; the second treatment consisted of the use of a whiteboard and written report; and the third treatment consisted of the use of a template of a fire protection system diagram on a whiteboard along with a written report. This study involved 14 students from a community college in the southwest. Data collected focused on the confidence level of communicated information related to the assigned tasks within a given time period. Through the use of Analysis of Variance, the results of the analyses found that there was no significant difference between each treatment. The data sets for the team leaders and team members were separately analyzed while there appears to be an increase of ease of communication by the use of the whiteboard- indicating a need for further study- no significant differences were found between the three treatments. Discussion of possible causes as well as the need for future investigations is presented.
ContributorsNakagawa, Futoshi (Author) / Niemczyk, Mary (Thesis advisor) / Niemczyk, Mary C (Committee member) / Ulrich, Jon W (Committee member) / Mccurry, William (Committee member) / Arizona State University (Publisher)
Created2011
Description
When allegations of sexual abuse are tried in criminal court, children are questioned about the abuse that occurred, including questions about the sexual body parts involved in the abuse. Miscommunication is likely to occur between the child and the attorney due to unsupportive questioning techniques and child’s developing understanding of sexual body terms. Given this, we examined how body term type, body term consistency, and attorney-type contributed to miscommunications. We found that children most often used Colloquially Understood-Vague terms (e.g., privates), less often used Colloquially Understood-Specific (e.g., pee-pee) and Anatomically Correct terms (e.g., penis), and least often used Unique terms (e.g., cookie). We had so few miscommunications (N = 19) and defense attorneys asked so few questions about body terms (N = 12) that we were unable to accomplish our original research aims. Instead, we conducted exploratory analyses on age and gender. Younger children (5-8) used Colloquially Understood-Vague terms significantly more often, while older children (9-12) used Colloquially Understood-Specific terms significantly more often. Boys were significantly more likely to use Colloquially Understood-Specific terms than girls but less likely to use Anatomically Correct and Unique terms. The findings of this study can be used to support a shift in educational practices for child sexual body terms towards specific anatomical terms and lead prosecutors to use body mechanic questions rather than open-ended ones.
ContributorsRuiz-Earle, Ciara (Author) / Stolzenberg, Stacia (Thesis director) / Sullivan, Colleen (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2022-12